Transitions in school and autism

It's that time of year when our children begin to think about moving to their new classrooms or new schools. This can be a really anxious time for children on the spectrum (and for us as parents too to be honest) as there is so much uncertainty, and change that they have to cope with .As well as all the mixed emotions they could be feeling about leaving teachers behind that they have learnt to trust over the years.

So our job as parents and teachers is to reduce this anxiety as much as we can, and we can do this by removing as many unknown elements as possible.

So here are my top tips for home and school in helping children during this difficult period of transition.

1. Preparation is key. Write down all key dates for visits well in advance and ensure your child knows exactly what will be happening. It is worth noting that it can be a fine line between telling children what's happening too early and not early enough. I know if I tell my son some things too far in advance he won’t sleep for weeks, but one week ahead for him is about right. As each child is different this may need to be tailored to each individual child you support so home/ school liaison on this is essential. 

2. Take it at the child's own pace. Don't rush them. Some children may respond better to lots of small visits to their new classroom/ school, rather that jumping straight into a full afternoons visit. It could be that you meet the new teacher in a familiar space, then visit the gate, then the door, then the hallway etc. and build it up slowly.

3. Don't underestimate the help visual support can offer. Take photos of everything - the staff, the room, the entrance, the toilets, and the cloakroom etc. and put them all together in a booklet that your child can look at over the summer. Also ensure the child's familiar visuals and resources are in their new classroom every time they visit.

4. Visit new settings when it’s quiet. It may be too much for your child to visit the new setting with all the class. So an initial visit when the room is empty can help them get used to the new environment with less chance of sensory overload.

5. Create a moving on booklet that your child can work through in advance. Include things like; all about me/ my strengths and talents/ things I find hard/ how I communicate/ how to help me/ how I learn and ensure it is shared with all staff. 

6. Don't assume they aren't anxious just because they don't tell you so. Many children on the spectrum find it difficult to express their emotions. So working through all the usual things that children worry about particularly for older children could help them express their concerns; making friends/ how they will get around school/  homework/ getting lost/ bullying etc.

7. Staff handover is essential. I know it’s easier said than done but spending time with the staff that have worked with the child, meeting the parents, reading through their pupil profiles, and observing them in a comfortable environment is so important. Not only will it give you the opportunity to get to get to know how they learn, but the staff will know all the subtle signs to look out for. Like how they chew their sleeve when they are anxious, or how they need to be at the back of the line as they don't like people bumping into them. All this is really useful to know as they settle into your new class.

8. Good communication with home is vital more than ever at this time. Although school may not be seeing signs of anxiety, it is quite likely that home will. So make sure things are written down as children can forget verbal instructions once at home and could miss key events which leads to added stress at home. Also be aware that school refusal can increase at times of uncertainty and stress. So good communication and links with home to see how things are going are essential. It may be that the child needs a bit more down time at school, or more access to sensory activities. They could be struggling with the change in routines that this time of year often brings but may masking their anxiety. All these things need to be considered in the last few weeks of the school year for pupils on the spectrum.

9. Prompt cards can be useful. These can address specific anxieties that each child may have and can help them know what to do. For example -

If I arrive late                                             

It will be OK                                  

No one will be cross                                    

I go to class as normal                                       I can explain to my teacher

I will then sit down                                       

(Just having these written reminders can help reduce anxiety for children on the autism spectrum.)

10. At home things that can help are; practising the new journey to school/ looking at and trying on the new uniform and removing any labels or wearing shoes in / using a calendar at home can help children organise their 'mental countdown’ for the back to school start date in September/ and finding out who your new Senco or school contact will be.

Here are some links to great resources that you may find useful ...

NAS Guide to transition

Autism Trust Transition toolkit

Supporting transitions Bradford.gov

Leeds autism transitions booklet secondary schools

And here is useful checklist for Primary to secondary schools

Transition from Primary to Secondary

A checklist for students currently in Year 6

Current Primary School

To be completed in consultation with receiving secondary school	Who responsible?	By when?	ü
As soon as secondary school is known liaise with Primary SENCo to list key dates for visits/ meetings etc.
Arrange extra visits to receiving school which have a specific purpose which is clear to the student and what they need e.g. visits may take place at different times of the day, favourite subjects/ registration/ lunch/ breaks/ different days. Give consideration to who the child visits with e.g. TA , parent, friend from the primary setting. Be aware: starting visits too early can cause anxiety to some students.
Identify key adults/ workers in the receiving school and arrange for the student to meet these adults when they visit.
Relevant staff from receiving school to visit present school.
Detailed information relating to individual child’s strengths and difficulties for the receiving school.  Alongside assessment data discuss transition with the student help them prepare for change by making a personal passport e.g. in the form of a booklet or PowerPoint presentation etc in which they write about themselves and which can be given to the receiving school. Involve parents in this process and encourage them to support their child in making and keeping this record. Areas might include: Likes and areas of strength Dislikes and areas of difficulty Strategies proven to support student Agree on how information can be shared with all staff who come into contact with the student.
Complete and record activities related to changing schools which they can keep and refer to over the Summer holiday.  Involve parents in this process and encourage them to support their child in making and keeping this record. Areas might include: Providing details of the school e.g. plan of the school site, sample timetable. Providing a list of teacher names, matched to photos and room numbers. The student taking digital photos of key areas such as dining hall, toilets, form room etc and key people form teacher, key worker etc.
If pupil is aware of diagnosis consult them about their needs and wishes for peer awareness.
Consult the pupil about any worries or concerns they may have regarding moving on.
Consult parents and plan for and practise travel arrangements e.g. walking, bus, taxi.
Provide a list of extra curricular activities including access to homework club.

Transition from Primary to Secondary

A checklist for students currently in Year 6

Receiving Secondary School

To be completed in consultation with current  primary school	Who responsible?	By when?	ü
As soon as secondary school is known liaise with Primary SENCo to list key dates for visits/ meetings etc.
Arrange extra visits to receiving school which have a specific purpose which is clear to the student and what they need e.g. visits may take place at different times of the day, favourite subjects/ registration/ lunch/ breaks/ different days. Give consideration to who the child visits with e.g. TA, parent, friend from the primary setting. Be aware: starting visits too early can cause anxiety to some students.
Identify key adults/ workers in the receiving school and arrange for the student to meet these adults when they visit.
Give student details of the school e.g. plan of the school site, sample timetable.
Provide a list of teacher names, matched to photos and room numbers.
Relevant staff from receiving school to visit present school.
Detailed information relating to individual child’s strengths and difficulties for the receiving school. Agreement on how information can be shared with all staff who come into contact with the student.
As part of personal passport take digital photos of key areas such as dining hall, toilets, form room etc and key people such as form teacher, key worker etc. which they can keep and refer to over the Summer holiday.
Consult the pupil about their needs and wishes for peer awareness.
Consult the pupil about any worries or concerns they may have.
Consult parents and plan for and practise travel arrangements e.g. walking, bus, taxi.
Provide a list of extra curricular activities including access to homework club.
Extra adult support on a temporary basis to cover lunch and break times.
‘Bolt hole’ (quiet area) identified for use as appropriate.
Identify staff training needs
Meet with parents before the transfer to secondary in the Summer Term to discuss all the above points and clarify the timetable for transition.
Meet with parents and key staff in Autumn Term of Year 7 to discuss how the move has taken place.  Establish close liaison and clear methods of communication between home and school.

(Author unknown)